Debbie Adam / Beth Moakley
July 30, 2005
SIOP Lesson Plan
Subject: Health
Instructional Unit: Nutrition / Food Pyramid
Timeline for Unit: Five Days
Grade: 4th Grade
Proficiency Level: Speech – Emergent Stage
Pass Skills: Investigate the role of breakfast in providing energy for school and play; describe reasons
for eating a variety of healthy foods and list their sources.
Examine decision-making skills related to personal behavior which may be
healthy/unhealthy.
Demonstrate the ability to apply a decision-making process to health and safety.
Content Objective: Student will identify food groups, nutritional benefits and serving size.
Language Objective: Student will use nutrition key vocabulary in listening, speaking, reading and
writing skills as defined in each lesson.
Key (Special Vocabulary)
Food Pyramid Fruits, Vegetables Dairy, Milk Meat, Protein
Breads, Grains Fats, Sweets Others Food Names
Additional vocabulary as noted in each lesson
Supplementary Materials (graphs, models, visuals)
Food Pyramid Charts
Nutrition Booklet (Pyramid Explorations)
Nutritional Video ( Video is not incorporated in these lessons but can be used as an enrichment if time
allows)
Nutrition Concentration
Graphic Organizer
Classroom Poster
Chef Combo CD (music)
Procedure Guidelines
Nutrition / Food Pyramid Unit is written to be taught in five sessions.
Lessons are 45 to 60 minutes each.
Initial vocabulary is listed above, but additional key vocabulary is added in Lesson 2 & 3
Reflections – Keepers? Clunkers
MI and Bloom’s will be labeled in SIOP Features column using the following letter/number
codes.
A Verbal Linguistic
B Visual/Spatial
C Logical Mathematical
D Naturalist
E Musical
F Bodily Kinesthetic
G Intra personal
H Interpersonal
Time: 45 minutes / Day 1 of 5 days of instruction.
Content Objective: Students will identify sections of the food pyramid.
Students will identify foods in each section of the Food Pyramid.
Language Objective: Students will use key vocabulary when answering questions 1 & 2 orally.
Students will form complete sentences using key vocabulary for section 3.
SIOP Features Blooms & MI Lesson 1
Background Knowledge
“links”
Manipulatives (Hands
on)
Teacher will start lesson by asking students the following questions.
Teacher will write student answers on the board. Guided discussion
with whole group. Review what is a Food Pyramid? (Use
manipulatives)
Meaningful Activity 1-A 1. “What’s your favorite food?” Discuss where each food belongs in
the Food Pyramid.
Meaningful Activity
Guided Practice
Modeling
1-A
2. “What did you eat from each food group for breakfast/lunch?”
Ask students for one item. Call on individual students.
Write student answers on board and place answers in correct food
group.
Ex: Dairy Protein Grain Fruits Vegetables Other _ _
Visuals
Application of
Knowledge
Review/Group Response
Modeling/Clear
Explanation
Integration of Skills
Listening & Speaking
Assessment
Product, Group
Performance 1-H,C
3. Give each student a Food Pyramid chart. Students will be placed in
small groups. Students will name two foods for each food group.
Cooperative small learning groups will turn in one food chart with the
names of two foods for each group. Teacher will model what the
students are to do with assignment.
Lesson 2 Nutrition
Time: 60 minutes / Day 2 of 5 days of instruction.
Content Objective: Student will identify key nutrients and health benefits of each food group.
Language Objective: Student will use key vocabulary to describe, orally and in writing, the benefits
of key nutrients.
Additional Key Vocabulary:
calcium vitamin A fiber clot
protein vitamin C bones muscles
heal carbohydrate blood growth
wounds healthy energy skin
infection digestion
SIOP Features Bloom’s & MI Lesson 2
Links to Past Learning
Cooperative Learning/
Speaking Skills
Review of key concepts and
key vocabulary. 1-H
Review / Allow students to reflect in their cooperative / small
groups the six food groups from Lesson 1.
Teacher will then ask each group to name a food group.
Teacher will write answers on board.
Whole Class 1-F 1. Read Acts I & II from “Pyramid Explorations.” Students will
take turns reading character parts orally (15 parts)
Modeling
Guided Practice
Opportunities to use learning
strategies
Clear Explanation of Task
Meaningful Activity
Application of Knowledge
Small Group
Assessment / Product 2,3,6-A,B,H
2. Teacher will model with whole group how to answer graphic
organizer on page 10, Milk Group.
a. Ask students to underline key nutrients from milk in their
booklets.
b. One student will give the answer (calcium) orally and
describe where the answer is in booklet.
c. Teacher will underline in her booklet the answer and show
students the underlined answer.
d. Students will then underline health benefits from calcium.
(Next two lines in booklet)
e. Teacher will fill in overhead of page 10 / Milk Group, to
demonstrate for students.
f. Students will record information on page 10 as modeled by
teacher, and underline answers in booklet, students will work in
small cooperative learning groups.
g. Each student will turn in page 10 to the teacher.
Lesson 3 Nutrition
Time: 1st part – 45 minutes / Day 3 of 5 days of instruction.
2nd part – 45 minutes / Day 4 of 5 days of instruction
Content Objective: Student will be able to plan a day’s meal using the recommended number
of servings in each food group.
Language Objective: Student will discuss and write one day’s menu with a partner using the
correct number of servings.
Additional Key Vocabulary: serving menu minimum
SIOP Features Bloom’s & MI Lesson 3 Part 1
Links to Past Learning
4-H,D
Review / Each group receives one food item. The group discusses which
food group the food item belongs to, what is its key nutrient, and what
health benefit it provides. The reporter from each group reports the
information to the class.
Integration of Skills
Small Groups 1-H
1. Read Acts IV & V in cooperative learning groups. Parts will be
assigned by teacher according to cooperative learning role. Assigned
parts will be written on the board before lesson.
2-H 2. After reading both acts, students will underline number of servings
needed from each food group in their booklets. (page 15)
Assessment / Spot Check 3. Teacher will spot check under lined answers on page 15. Review
number of servings for each food group.
Manipulatives
Meaningful Activity 6-H,F
4. Each group will be given a set of food manipulatives. The group will
create a day’s menu, using the manipulatives that will show the correct
number of servings for each day.
Higher Order Thinking
Skills
4-A
5. Teacher will visit with each group to assess menu. Teacher gives
guidance, to correct any mistakes, by asking questions. Also,
questioning techniques will be used to ask groups questions that will tap
into the higher order thinking skills. Example: Slice of Pizza - What are
the food groups that are in a slice of pizza?
SIOP Features Bloom’s & MI Lesson 3 Part 2
Manipulatives
Application of
Knowledge
Visuals
Meaningful Activities
6. Once menu is set (previous day manipulatives) the group will create a
poster, illustrating the menu using words and pictures. Sample menus
will be available for the groups needing guidance.
During this lesson the nutrition music will be playing.
Teacher will review the nutrition facts from the songs after the students
have completed their posters.
Assessment / Product
*6-A,B,H,E
Graphic Organizer
Integration of Skills
Listening / Speaking
Writing 2-F
7. Posters will be hung in classroom. Students will do a “Gallery Walk”
of all menu posters. Reporter from each group will explain the menu and
the number of servings.
Lesson 4 Nutrition
Time: 45 minutes / Day 5 of 5 days of instruction.
Content Objective: Student will demonstrate knowledge of food groups, key nutrients, health
benefits, and number of servings needed for elementary students.
Language Objective: Student will dissect the breakfast and lunch menu for one school day by
identifying in writing, food groups, key nutrients, health benefits, and number of
servings.
Student will write a menu for dinner and one snack to complete a day’s
recommended daily servings from each of the six food groups.
SIOP Features Bloom’s & MI Lesson 4
Past Learning
Manipulatives
Cooperative
Learning Group
*1-F,H
1. Review key vocabulary from last three lessons by playing “concentration”
with cooperative learning groups.
Integration of Skills
Speaking / Writing
2,5-G,A,B
2. Teacher will give lunch menus to students. Each member of the group will
receive a different menu. Students will identify in writing the food groups, key
nutrients, health benefits and number of servings.
Students will evaluate the school menu and determine if it is representative of a
healthy menu as defined by the Food Pyramid.
Manipulatives
Meaningful Activity
Application of
Knowledge 6,3,4-G
3. Student will create a dinner and snack to complete the day’s requirements of
servings for each food group. This will be completed on paper, individually.
Food manipulatives will be available to help students remember to use a variety
of foods.
Assessment
Product 4. Teacher will collect and grade each student’s final project.
Debbie Adam / Beth Moakley
July 30, 2005
SIOP Lesson Plan
Subject: Health
Instructional Unit: Nutrition / Food Pyramid
Timeline for Unit: Five Days
Grade: 4th Grade
Proficiency Level: Speech – Emergent Stage
Pass Skills: Investigate the role of breakfast in providing energy for school and play; describe reasons
for eating a variety of healthy foods and list their sources.
Examine decision-making skills related to personal behavior which may be
healthy/unhealthy.
Demonstrate the ability to apply a decision-making process to health and safety.
Content Objective: Student will identify food groups, nutritional benefits and serving size.
Language Objective: Student will use nutrition key vocabulary in listening, speaking, reading and
writing skills as defined in each lesson.
Key (Special Vocabulary)
Food Pyramid Fruits, Vegetables Dairy, Milk Meat, Protein
Breads, Grains Fats, Sweets Others Food Names
Additional vocabulary as noted in each lesson
Supplementary Materials (graphs, models, visuals)
Food Pyramid Charts
Nutrition Booklet (Pyramid Explorations)
Nutritional Video ( Video is not incorporated in these lessons but can be used as an enrichment if time
allows)
Nutrition Concentration
Graphic Organizer
Classroom Poster
Chef Combo CD (music)
Procedure Guidelines
Nutrition / Food Pyramid Unit is written to be taught in five sessions.
Lessons are 45 to 60 minutes each.
Initial vocabulary is listed above, but additional key vocabulary is added in Lesson 2 & 3
Reflections – Keepers? Clunkers
MI and Bloom’s will be labeled in SIOP Features column using the following letter/number
codes.
A Verbal Linguistic
B Visual/Spatial
C Logical Mathematical
D Naturalist
E Musical
F Bodily Kinesthetic
G Intra personal
H Interpersonal
1 Knowledge
2 Comprehension
3 Application
4 Analysis
5 Evaluation
6 Synthesis
Lesson 1 Nutrition
Time: 45 minutes / Day 1 of 5 days of instruction.
Content Objective: Students will identify sections of the food pyramid.
Students will identify foods in each section of the Food Pyramid.
Language Objective: Students will use key vocabulary when answering questions 1 & 2 orally.
Students will form complete sentences using key vocabulary for section 3.
SIOP Features
Blooms & MI Lesson 1
Background Knowledge
“links”
Manipulatives (Hands
on)
Teacher will start lesson by asking students the following questions.
Teacher will write student answers on the board. Guided discussion
with whole group. Review what is a Food Pyramid? (Use
manipulatives)
Meaningful Activity
1-A 1. “What’s your favorite food?” Discuss where each food belongs in
the Food Pyramid.
Meaningful Activity
Guided Practice
Modeling
1-A
2. “What did you eat from each food group for breakfast/lunch?”
Ask students for one item. Call on individual students.
Write student answers on board and place answers in correct food
group.
Ex: Dairy Protein Grain Fruits Vegetables Other
_
_
Visuals
Application of
Knowledge
Review/Group Response
Modeling/Clear
Explanation
Integration of Skills
Listening & Speaking
Assessment
Product, Group
Performance
1-H,C
3. Give each student a Food Pyramid chart. Students will be placed in
small groups. Students will name two foods for each food group.
Cooperative small learning groups will turn in one food chart with the
names of two foods for each group. Teacher will model what the
students are to do with assignment.
Lesson 2 Nutrition
Time: 60 minutes / Day 2 of 5 days of instruction.
Content Objective: Student will identify key nutrients and health benefits of each food group.
Language Objective: Student will use key vocabulary to describe, orally and in writing, the benefits
of key nutrients.
Additional Key Vocabulary:
calcium vitamin A fiber clot
protein vitamin C bones muscles
heal carbohydrate blood growth
wounds healthy energy skin
infection digestion
SIOP Features
Bloom’s & MI Lesson 2
Links to Past Learning
Cooperative Learning/
Speaking Skills
Review of key concepts and
key vocabulary.
1-H
Review / Allow students to reflect in their cooperative / small
groups the six food groups from Lesson 1.
Teacher will then ask each group to name a food group.
Teacher will write answers on board.
Whole Class
1-F 1. Read Acts I & II from “Pyramid Explorations.” Students will
take turns reading character parts orally (15 parts)
Modeling
Guided Practice
Opportunities to use learning
strategies
Clear Explanation of Task
Meaningful Activity
Application of Knowledge
Small Group
Assessment / Product
2,3,6-A,B,H
2. Teacher will model with whole group how to answer graphic
organizer on page 10, Milk Group.
a. Ask students to underline key nutrients from milk in their
booklets.
b. One student will give the answer (calcium) orally and
describe where the answer is in booklet.
c. Teacher will underline in her booklet the answer and show
students the underlined answer.
d. Students will then underline health benefits from calcium.
(Next two lines in booklet)
e. Teacher will fill in overhead of page 10 / Milk Group, to
demonstrate for students.
f. Students will record information on page 10 as modeled by
teacher, and underline answers in booklet, students will work in
small cooperative learning groups.
g. Each student will turn in page 10 to the teacher.
Lesson 3 Nutrition
Time: 1st part – 45 minutes / Day 3 of 5 days of instruction.
2nd part – 45 minutes / Day 4 of 5 days of instruction
Content Objective: Student will be able to plan a day’s meal using the recommended number
of servings in each food group.
Language Objective: Student will discuss and write one day’s menu with a partner using the
correct number of servings.
Additional Key Vocabulary: serving menu minimum
SIOP Features
Bloom’s & MI Lesson 3 Part 1
Links to Past Learning
4-H,D
Review / Each group receives one food item. The group discusses which
food group the food item belongs to, what is its key nutrient, and what
health benefit it provides. The reporter from each group reports the
information to the class.
Integration of Skills
Small Groups
1-H
1. Read Acts IV & V in cooperative learning groups. Parts will be
assigned by teacher according to cooperative learning role. Assigned
parts will be written on the board before lesson.
2-H 2. After reading both acts, students will underline number of servings
needed from each food group in their booklets. (page 15)
Assessment / Spot Check 3. Teacher will spot check under lined answers on page 15. Review
number of servings for each food group.
Manipulatives
Meaningful Activity
6-H,F
4. Each group will be given a set of food manipulatives. The group will
create a day’s menu, using the manipulatives that will show the correct
number of servings for each day.
Higher Order Thinking
Skills
4-A
5. Teacher will visit with each group to assess menu. Teacher gives
guidance, to correct any mistakes, by asking questions. Also,
questioning techniques will be used to ask groups questions that will tap
into the higher order thinking skills. Example: Slice of Pizza - What are
the food groups that are in a slice of pizza?
SIOP Features
Bloom’s & MI Lesson 3 Part 2
Manipulatives
Application of
Knowledge
Visuals
Meaningful Activities
6. Once menu is set (previous day manipulatives) the group will create a
poster, illustrating the menu using words and pictures. Sample menus
will be available for the groups needing guidance.
During this lesson the nutrition music will be playing.
Teacher will review the nutrition facts from the songs after the students
have completed their posters.
Assessment / Product
*6-A,B,H,E
Graphic Organizer
Integration of Skills
Listening / Speaking
Writing
2-F
7. Posters will be hung in classroom. Students will do a “Gallery Walk”
of all menu posters. Reporter from each group will explain the menu and
the number of servings.
Lesson 4 Nutrition
Time: 45 minutes / Day 5 of 5 days of instruction.
Content Objective: Student will demonstrate knowledge of food groups, key nutrients, health
benefits, and number of servings needed for elementary students.
Language Objective: Student will dissect the breakfast and lunch menu for one school day by
identifying in writing, food groups, key nutrients, health benefits, and number of
servings.
Student will write a menu for dinner and one snack to complete a day’s
recommended daily servings from each of the six food groups.
SIOP Features
Bloom’s & MI Lesson 4
Past Learning
Manipulatives
Cooperative
Learning Group
*1-F,H
1. Review key vocabulary from last three lessons by playing “concentration”
with cooperative learning groups.
Integration of Skills
Speaking / Writing
2,5-G,A,B
2. Teacher will give lunch menus to students. Each member of the group will
receive a different menu. Students will identify in writing the food groups, key
nutrients, health benefits and number of servings.
Students will evaluate the school menu and determine if it is representative of a
healthy menu as defined by the Food Pyramid.
Manipulatives
Meaningful Activity
Application of
Knowledge
6,3,4-G
3. Student will create a dinner and snack to complete the day’s requirements of
servings for each food group. This will be completed on paper, individually.
Food manipulatives will be available to help students remember to use a variety
of foods.
Assessment
Product 4. Teacher will collect and grade each student’s final project.